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Stephen F. Austin
State University
Minutes of the
Board of Regents
Nacogdoches, Texas
October 20,1998
Volume 159
TABLE OF CONTENTS
Page
99-01 Approval of July 14, 1998 and September 18, 1998 Minutes 1
99-02 Faculty and Staff Appointments for 1998-99 1
99-03 Changes of Status 4
99-04 Leave of Absence 6
99-05 Revised Holiday Schedule 6
99-06 Underenrolled Class Report for Fall 1998 6
99-07 Curriculum Changes 8
99-08 Core Curriculum Proposal 8
99-09 Consideration of Honorary Degree for Nancy Dickey 8
99-10 Consideration of Will Jennings Day 8
99-11 Directors and Officers Liability Insurance 8
99-12 Architectural and Engineering Services 8
99-13 Replacement of Physical Plant Vehicles 9
99-14 Building Fire Sprinkler Systems 9
99-15 Replacement of Coliseum Air Handlers 9
99-16 Renovation of Room 133 McGee Building 9
99-17 Renovation of Tucker House Garage 9
99-18 Refinish Floors in HPE Complex 9
99-19 University Center ADA Project 10
99-20 Music Building Furnishing and Equipping 10
99-21 Naming of William Fletcher Garner Track 10
99-22 Naming of Walter C. Todd Beef Farm 10
99-23 Naming of Tom and Peggy Wright Music Building 10
99-24 Policy Revisions . 10
(Selection of Academic Deans - new policy; Transfer Credits A-45,
Issuance and Control of Campus Keys - B-15, Temple Eastex Forestry
Laboratory/PWCC - B-26, Turner Auditorium - B-28, Adjustment of
Inventory Records - C-l, Travel Reimbursement - C-38, Investments - C-41,
Firearms, Explosives, and Ammunition - D-14, Private Support Oganizations
or Donors - D25.5, Tobacco Products - D35.5, Classified Pay Plan - E-8N,
Faculty Evaluation, Merit pay, Promotion and Tenure - E-20A, Risk
Management - E-43.5, Tenure - E-50A, Tenure Awards - E-51, Express
Mail Services-F-ll)
Reports 10
Appendix No. 1 - Curriculum Changes
Appendix No. 2 - Core Curriculum Proposal
Appendix No. 3 - SFA 03 Draft
Appendix No. 4 - Budget Changes
Appendix No. 5 - Policy Revisions
MINUTES OF THE MEETING
BOARD OF REGENTS
STEPHEN F. AUSTIN STATE UNIVERSITY
Nacogdoches, Texas
October 20, 1998
The meeting was called to order at 9:00 a.m. by Chair Murray Shaw. Board members
present in Room 307: Ron Adkison, R. A. Brookshire, Penny Butler, Mike Enoch,
Pattye Greer, Lynn Montes, Jimmy Murphy, and Susan Roberds.
Others present in Board Room 307: Dan Angel, Janelle Ashley, Jerry Holbert, Baker
Pattillo, Roland Smith, Yvette Clark, and others.
99-01
Upon motion of Regent Murphy, seconded by Regent Montes, with all members voting
aye, it was ordered that the minutes of July 14, 1998 and September 18, 1998 be
approved.
99-02
Upon motion of Regent Murphy, seconded by Regent Enoch, with all members voting aye, it
was ordered that the following appointments be approved.
1. Agriculture
Dr. Craig H. Morton, Assistant Professor, Ph.D. (University of Missouri), at a
salary of $40,000 for 100% time for nine months, effective fall semester, 1998.
2. Biology
Mr. Michael B. Keck, Visiting Assistant Professor, M.S. (University of Texas at
Arlington), at a salary of $30,000 for 100% time for nine months, effective fall
semester, 1998.
3. Chemistry
Dr. Alyx S. Frantzen, Assistant Professor, Ph.D. (New Mexico State), at a
salary of $33,000 for 100% time for nine months, effective fall semester, 1998.
Dr. Shawn Millinder, Assistant Professor, Ph.D. (University of Southern
California), at a salary of $35,000 for 100% time for nine months, effective fall
semester, 1998.
4. Communication
Dr. Larry J. King, Associate Professor, Ph.D. (University of Oklahoma), at a
salary of $42,000 for 100% time for nine months, effective fall semester, 1998.
5. Economics/Finance
Mr. Jeffrey C. Edwardson, Visiting Assistant Professor, M.B.A. (University of
Mississippi), at a salary of $41,000 for 100% time for nine months, effective fall
semester, 1998.
6. Elementary Education
Ms. Elizabeth Witherspoon, Assistant Professor, M.Ed. (Stephen F. Austin State
University), at a salary of $37,000 for 100% time for nine months, effective fall
semester, 1998.
7. English
Dr. Kent B. Baxter, Assistant Professor, Ph.D. (University of Southern
California), at a salary of $32,500 for 100% time for nine months, effective fall
semester, 1998.
Dr. Elizabeth J. Donaldson, Assistant Professor, Ph.D. (State University of New
York at Stony Brook), at a salary of $32,500 for 100% time for nine months,
effective fall semester, 1998.
Dr. Kathleen Kincade, Visiting Assistant Professor, Ph.D. (Louisiana State
University), at a salary of $30,000 for 100% time for nine months, effective fall
semester, 1998.
Dr. JoAnne Shea, Visiting Assistant Professor, Ph.D. (University of Texas), at a
salary of $30,000 for 100% time for nine months, effective fall semester, 1998.
Dr. Karen V. Zagrodnik, Visiting Assistant Professor, Ph.D. (Auburn
University), at a salary of $30,000 for 100% time for nine months, effective fall
semester, 1998.
8. Forestry
Dr. Jimmie L. Yeiser, T.L.L. Temple Professor with tenure, Ph.D. (Texas
A&M University), at a salary of $100,000 for 100% time for twelve months,
effective January 1, 1999.
9. Geography
Mr. John J. Heppen, Assistant Professor, Ph.D. (Louisiana State University), at
a salary of $33,000 for 100% time for nine months, effective fall semester,
1998.
10. Geology
Dr. Chris A. Barker, Assistant Professor, Ph.D. (University of South Carolina),
at a salary of $34,000 for 100% time for nine months, effective fall semester,
1998.
11. Human Services
Ms. Hollie Cost, Assistant Professor, M.Ed. (Auburn University), at a salary of
$32,000 for 100% time for nine months, effective fall semester, 1998.
Dr. L. Kent Hawkins, Assistant Professor, Ph.D. (University of Oklahoma), at a
salary of $43,000 for 100% time for nine months, effective fall semester, 1998.
Dr. Suzanne Schmidt, Assistant Professor, Ed.D. (East Texas State), at a salary
of $38,000 for 100% time for nine months, effective fall semester, 1998.
12. Kinesiology
Dr. William C. Thomson, Assistant Professor, Ed.D. (University of Houston), at
a salary of $37,500 for 100% time for nine months, effective September 1, 1998.
13. Music
Mr. Leon P. Turner, Instructor, M.M. (Southern Methodist University), at a
salary of $29,000 for 100% time for nine months, effective fall semester, 1998.
14. Nursing
Ms. Greta E. Haidinyak, Clinical Instructor, M.S.N. (Northwestern State
University of Louisiana), at a salary of $40,000 for 100% time for nine months,
effective fall semester, 1998.
Ms. Mary M. Pack, Clinical Instructor, M.S.N. (University of Texas at Tyler), at
a salary of $36,000 for 100% time for nine months, effective fall semester,
1998.
15. Secondary Education
Dr. Faye Hicks-Townes, Assistant Professor, Ed.D. (University of Tennessee at
Knoxville), at a salary of $36,000 for 100% time for nine months, effective fall
semester, 1998.
16. Social Work
Dr. Baxter B. Wright, Associate Professor, Ph.D. (University of Michigan), at a
salary of $43,500 for 100% time for nine months, effective fall semester, 1998.
17. University Affairs
Mr. Ronnie Strahan, Assistant Manager of the Post Office, at a salary of $19,500 for
twelve months, effective August 17, 1998.
Mr. Daniel R. Melton, Intramural Supervisor, at a salary of $24,909 for twelve months,
effective August 10, 1998.
99-03
Upon motion of Regent Murphy, seconded by Regent Montes, with all members voting aye, it
was ordered that the following changes of status be approved.
1. SFA 101 - Freshman Seminar
Ms. Shigale Foster, from Graduate Assistant at a salary of $833.33 per month, to
Intramural Supervisor at a salary of $19,288 for nine months, effective August 24,
1998.
3. Education
Faculty members with on-campus assignments are routinely assigned, as needed, to
teach field-based, off-campus courses. Faculty are compensated for teaching courses
away from the campus through a formula approved by the Board of Regents which
includes a payment for the travel time necessary for delivering the course, as well as a
stipend for teaching the course. Occasionally, individuals teaching part-time on
campus will receive a proportional part of their regular salary plus the extra
compensation for delivering off-campus courses. The following faculty are teaching
for the fall semester, 1998, at the location, and for the salary indicated.
Dr. Bob Browning Humble 2915.20
Dr. Carol Shaw Humble 3253.68
Dr. Malcolm Rector Humble 2065.20
Dr. Bennat Mullen Longview 1495.28
Dr. Russell Marshall Jasper 2155.56
99-04
Upon motion of Regent Greer, seconded by Regent Murphy, with all members voting aye, it
was ordered that the following leave of absence without pay be approved.
1. Art
Mr. Robert P. Kinsell has requested an unpaid leave for the spring '99 semester to
participate in museum and commercial art gallery exhibitions. This leave will enhance
his professional development as an artist which will be of great benefit in teaching.
99-05
Upon motion of Regent Murphy, seconded by Regent Butler, with all members voting aye, it
was ordered that the May 31, 1999 (Monday) staff holiday be changed to July 2, 1999 (Friday).
99-06
Upon motion of Regent Murphy, seconded by Regent Roberds, with all members voting aye, it
was ordered that the underenrolled classes listed below be approved for Fall, 1998.
1. ART 417.001 - Adv Photographic Processes
Enrolled: 9
Required for graduation or full time status
2. BIO 449.001 - Animal Histology
Enrolled: 9
Required for graduation
3. CHE 572.001 - Adv Environmental CHE 1
Enrolled: 2
Televideo course cross listed with section 101
CHE 572.101 - Adv Environmental CHE 1
Enrolled: 2
Televideo course cross listed with section 101
4. GEO 375.001 - Topics in Geography (Education)
Enrolled: 7
Required for graduation/maintain sequence
5. NUR 414.002 - Families in Crisis
Enrolled: 9
Maintain sequence
NUR 415.002 - Leadership in Nursing
Enrolled: 9
Maintain sequence
NUR 416.002 - Systems Health Promotion
Enrolled: 9
Maintain sequence
NUR 417.002 - Fam Self-Care Situational Cris
Enrolled: 9
Maintain sequence
NUR 23.002 - Nursing Process Practicum
Enrolled: 9
Maintain sequence
6. PSC 449.001 - Urban Affairs
Enrolled: 6
Maintain sequence
7. PSY 153.004 - Human Sexuality (Honors)
Enrolled: 9
Ongoing development of the Honors Program
8. RHB 341.001 - Com Skills Pers Vis Disabl
Enrolled: 6
Cross listed with distant learning course EPS 575.101
9. SFA 101.044 - Freshman Seminar
Enrolled: 8
Special section for Nursing students
10. SWK 225.001 - Human Behavior & Social Environment
Enrolled: 8
Required for graduation
SWK 500.001 - Applied Research Methods
Enrolled: 4
Required for graduation
SWK 511.001 - Field Seminar One
Enrolled: 4
Required for graduation/Corequisite/Maintain sequence
SWK 521.001 - Field Seminar Two
Enrolled: 1
Required for graduation/Corequisite/Maintain sequence
11. THR 500.001 - Graduate Research
Enrolled: 4
Maintain sequence
THR 560.001 - Dramatic Theory/Criticism/Hist
Enrolled: 4
Maintain sequence
99-07
Upon motion of Regent Greer, seconded by Regent Montes, with all members voting
aye, it was ordered that the curriculum changes listed in Appendix No. 1 be approved.
99-08
Upon motion of Regent Greer, seconded by Regent Roberds, with all members voting
aye, it was ordered that the core curriculum proposal as presented in Appendix No. 2
be approved and the Administration be authorized to submit it to THECB for their
approval.
99-09
Upon motion of Regent Roberds, seconded by Regent Butler, with all members voting
aye, it was ordered that an honorary degree be awarded to Dr. Nancy Dickey during
the December 1998 graduation ceremonies.
99-10
Upon motion of Regent Murphy, seconded by Regent Adkison, with all members voting
aye, it was ordered that a Will Jennings Day be designated for the Spring of 1999.
99-11
Upon motion of Regent Montes, seconded by Regent Murphy, with all members voting
aye, it was ordered that approval be given to the Coregis Directors and Officers policy
for 1998-with enhanced employment practices and employee benefits liability
provisions, at a cost of $19,820.
99-12
Upon motion of Regent Greer, seconded by Regent Enoch, with all members voting
aye, it was ordered that contracts be given to the firms of Friberg Associates; Scott and
8
Strong Architects; Bar Win Consultants, and Morgan/Hill Sutton & Mitchell, and that
the President be authorized to sign the contracts.
99-13
Upon motion of Regent Murphy, seconded by Regent Montes, with all members voting
aye, it was ordered that the University be authorized to purchase one garbage truck,
fifteen dumpsters, three service trucks, and two 15-passenger rental-fleet vans and that
the President be authorized to sign the required purchase orders. All vehicles will be
purchased by low bid or State contract. Estimated total cost is $180,872 with funding
provided by HEAF ($155,000) and departmental sources ($25,872).
99-14
Upon motion of Regent Greer, seconded by Regent Murphy, with all members voting
aye, it was ordered that the University be authorized to hire an engineer to develop
plans and specifications and obtain bids for the installation of a fire sprinkler system in
Garner Apartments. Bids for the project will be presented for the Regents'
consideration at the January, 1999 meeting.
99-15
Upon motion of Regent Montes, seconded by Regent Murphy, with all members voting
aye, it was ordered that an engineer be contacted to develop plans and specifications
for the replacement of the air handlers and to establish cost estimates for the project.
Project plans, cost estimates, and budgets will be presented to Regents for approval at a
future meeting.
99-16
Upon motion of Regent Greer, seconded by Regent Enoch, with all members voting
aye, it was ordered that the President be authorized to sign all necessary contracts and
purchase orders to complete the renovation of Room 133 in the McGee Building at an
amount not to exceed $80,275.
99-17
Upon motion of Regent Murphy, seconded by Regent Montes, with all members voting
aye, it was ordered that the specific HEAF project to convert the Tucker House garage
into offices be approved at an amount not to exceed $85,000, and that authority be
given to pursue the project as necessary, including services of an architect.
99-18
Upon motion of Regent Butler, seconded by Regent Adkison, with all members voting
aye, it was ordered that the specific project to refinish the floors in the HPE Complex
Rooms 109, 113 and 114 be approved at an amount not to exceed $57,000, and that the
President be authorized to sign all contracts and vouchers as needed to complete the
project.
99-19
Upon motion of Regent Murphy, seconded by Regent Montes, with all members voting
aye, it was ordered that University Center ADA Project be approved and that the
President be authorized to sign contracts and purchase orders necessary to complete
the work. The estimated cost is $155,000. Sources of funding are Series 1995
Revenue Bonds and auxiliary revenues.
99-20
Upon motion of Regent Roberds, seconded by Regent Adkison, with all members
voting aye, it was ordered that the specific HEAF expenditures to continue the
furnishing and equipping of the Music Building be approved at an amount not to exceed
$157,684, and that the President be authorized to sign all contracts and vouchers as
needed to complete the project.
99-21
Upon motion of Regent Adkison, seconded by Regent Butler, with all members voting
aye, it was ordered that the SFA Track be named the William Fletcher Garner Track.
99-22
Upon motion of Regent Roberds, seconded by Regent Enoch, with all members voting
aye, it was ordered that the Beef Farm the named the Walter C. Todd Beef Farm.
99-23
Upon motion of Regent Murphy, seconded by Regent Brookshire, with all members
voting aye, it was ordered that the Music Building be named the Tom and Peggy
Wright Music Building.
99-24
Upon motion of Regent Murphy, seconded by Regent Montes, with all members voting
aye, it was ordered that the policy revisions be approved as presented at the meeting.
REPORTS
A. Faculty Senate Chair Jimmie Rushing
98-99 activities
policy review and development
resolutions and reports
B. Student Government Association President Sean Bradley
Student Advancement Fund:
recycling
UPD bicycle patrols
Homer Bryce (O/S individuals)
Faculty Association - Serena Breland: lighting, safety, bicycle patrol
10
C. Vice President for Alumni Affairs Miles McCall
• homecoming activities: auction, benefit raffle, duck dash.
• + 175 life members
• 1600 annual members
D. Vice President for University Advancement Jerry Holbert
• Public Affairs Office activities
• 5,908 gifts for $5,419,497.98
E. President Dan Angel
• FY 96 to F 98 enrollment increases: 3.8% in students, 4.1% in SCH
• Lagniappe Awards to Janelle Ashley, Tom Atchison, Ric Berry, Mel
Finkenberg, Geralyn Franklin, Dave Kulhavy, Lauren Scharff, Pat Spence,
Suzy Weems, Steve Westbrook, & Jack McCullough
• Future Board Meetings: January 18-19 in Austin, April 19 & 20 in
Nacogdoches
Meeting adjourned at 11:40 a.m.
1 1
o
1
A. Additions:
Department and Number
COM 200
MTH129
MTH110
KIN 217
KIN 218
DAN 303
THR436
THR437
THR480
FOR465and465L
PSC 303
PSC 335
PSC 336
PSC 399
B. Revisions:
Department and Number
COM 103
COM 201
COM 301
COM 303
COM 306
COM 380
COM 404
COM 405
SWK490
ECO231
ECO232
ECO311
ECO480
FIN415
FIN 433
MGT 370
STEPHEN F. AUSTIN STATE UNIVERSITY
UNDERGRADUATE CURRICULUM COMMITTEE
Title and Credit
Digital Photography (3)
Mathematics for Elementary Teachers (3)
Mathematics in Society (3)
Advanced Scuba (2)
Divemaster(2)
Jazz Dance m (2)
Period Style THRI (3)
Period Style THRU (3)
Design for the Theatre (3)
Range Development and Evaluation (3)
Intro To Political Science (3)
Classical Political Thought (3)
Modern Political Thought (3)
Topics in Political Science (3)
Current Title and Credit
News Gathering & Writing (3)
Basic Photography (3)
Copy Editing, Headline Writing, and Makeup (3)
Advanced Photography (3)
Communication Law (3)
Public Relations (3)
Fundamentals of Graphics (3)
Photojournalism (3)
Practicum Related Seminar (1)
Principles of Macroeconomics (3)
Principles of Microeconomics (3)
Managerial Economics (3)
International Economics (3)
Personal Financial Planning (3)
International Financial Management (3)
Financial Institutions (3)
New No.
Same
Same
Same
Same
Same
Same
Same
Same
Same
Same
Same
Same
Same
Same
Same
Same
New Tide and Credit
News Writing (3)
Same - Description Change
Copy Editing and Headline Writing
Same - Description Change
Same - Description Change
Same - Pre-Resquisite Change
Newspaper Graphics (3)
Same - Description Change
Field Seminar (2)
Same - Description Change
Same - Description Change
Same - Pre-Requisite Change
Same - Pre-Requisite Change
Same - Pre-Requisite Change
Same - Pre-Requisite Change
Management Principles (3)
MGT490
MGT476
MKT456
MKT486
BIO123andl23L
BIO 121 and 121L
HMS131
ENV349and349L
FOR 313 and 313L
FOR349and349L
FOR 452
C. Deletions:
Department and Number
THR430
THR431
THR432
THR441
THR442
THR443
PSC300
PSC 305
PSC 310
PSC 333
PSC 334
History of Costume (3)
Costume Design (3)
Advanced Makeup (2)
Scenic Design (3)
Lighting Design (3)
Scenic Painting (2)
Contemporary Issues in Political Science (3)
Topics in American Science (3)
American Constitutional Development (3)
Western Political Thought (3)
Eastern Political Thought (3)
STEPHEN F. AUSTIN STATE UNIVERSITY
GRADUATE CURRICULUM COMMITTEE
A. Additions:
Department and Number Title and Credit
COM 406
COM 415
BIO 589
BLW537
ECO515
ENV575
Professional Communication Skills (3)
Polictical Communication (3)
Thesis Research (3)
Legal and Social Environment of Business (3)
Economic Theory (3)
Advanced Graduate Studies (1-3)
MTH520
MTH521
MTH522
MTH523
MTH524
MTH525
MTH526
MTH546
MTH547
MTH548
MGT517
THR550
THR551
SWK515
SWK525
Statistical Analysis I (3)
Statistical Analysis II (3)
Regression Analysis (3)
Stochastic Processes (3)
Applied Multivariate Analysis (3)
Applied Nonparametric Statistics (3)
Applied Time Series (3)
Survey of Mathematics literature (3)
Mathematics Media (3)
Seminar In Teaching Secondary School Mathematics (3)
Strategic Management (3)
Graduate Practkum (1-3)
Theatrical Process (3)
Generalise Practice in Social Work II (3)
Advanced Rural-Generalist Practice (3)
C. Deletions:
Department and Number
SWK527
Title and Credit
Social Work and the Law (3)
Appendix No. 2
Stephen F. Austin State University
Core Curriculum Requirements
Effective Fall 1999
1. Communication
a) English rhetoric/composition 6
ENG 131,132,133,235
b) Communication Skills 6 to 8
BCM 247; COM 111,170; FRE 131,132; ILA 111,112; SPA 131,132; ENG 273; SPH 172,272
2. Mathematics 3
MTH 110,127,128,133,138,139,143,144,220,233,234
3. Natural Sciences 6 to 8
BIO 121,123,131,133,225,238
CHE 111,112,133,134,231
GOL 131,132,133
PHY 101,102,110,118,131,132,241,242
AST 105
4. Humanities & Visual and Performing Arts
a) Visual and Performing Arts 3
ART 280,281,282
MUS 140,160
THR 161,370
DAN 341
B) Other 3
ENG 215,221,222,231,232,234,235,360; PHI 153,223; HIS 151,152
5. Social and Behavioral Sciences
a) US History (w/Texas option) 6
HIS 133,134,335
b) Political Science 6
PSC 141,142
c) Social/Behavioral Science 3
ANT 231; ECO 231,232; GEO 131,230; PSY 133,153; SOC 137,139
6. Institutionally Designated Options 3
(Computer Literacy or Health and
Physical Activity)
CSC 101,102,121,201
HMS138
MSC 101,102
MUP136
Physical Activity
TOTAL 45-49
Approved by SFASU Board of Regents
October 20, 1998
Appendix No. 3
SFAO3
A Rededication
to Student Success
ANNIVERSARY
1923-1998
Table of Contents
Mission Statement 1
The Planning Process - A Context for Change 3
Key Initiatives and Fundamental Goals 6
Create an Environment for Student Success 6
Program for Student Needs 9
Provide Supportive Environment for Intellectual
Development and Vitality 12
Contribute to Advancement of Knowledge and Creativity 14
Explore, Enhance, and Develop New Technologies 16
Enhance Physical Environment on Campus 18
Improve On-Campus Residential Facilities 20
Expand External Resource Development .22
Conclusion 24
Summary of Key Initiatives and Fundamental Goals... 25
Commission on the Future 27
Footnotes 28
MISSION STATEMENT
Introduction
Stephen F. Austin State University (SFA), strong in tradition and rich in heritage, is
a largely residential university located in the Piney Woods of East Texas. Committed to
excellence, SFA
• provides a collaborative intellectual community recognized for fostering learning;
• offers a wide range of academic and profession^ programs ai^he undergraduate
and graduate levels in seven colleges; f
• develops students' abilities to think in disciplined,3critical, quantitative, and
creative ways; I
• cultivates students' ability to communicate effectively; ;^
• fosters meaningful student-faculty interactions inlboth. small classroom settings
and the larger university;
• prepares graduates for success in a diverse and global community; and
• enhances the educational, economic, cultural, and professional environments of
the region.
Mission
SFA is a dynamic, learning-centered university dedicated to enhancing
student success. The University's focus is on excellence in
undergraduate education complemented by superior graduate
education, vital community outreach programs, and the advancement
of knowledge and creativity.
Core Values
• Academic excellence
• Substantive commitment to learning
• Personal motivation to learn, to teach, and to serve
• Supportive environment for intellectual development
• Co-curricular experiences to enhance total learning
• Innovative instruction and research with collaboration among programs,
departments, and colleges
• Wisdom, combined with compassion, integrity, and self-knowledge
Vision ^
Stephen F. Austin State University will become distinguished for:-
• its diverse academic and collaborative intellectual^ommuni^r.
• dynamic integration of academic programs, residential environment, and co-curricular
opportunities. ^^ ^ ; ^
• pursuit of high standards in:
0 student performance
0 instruction
0 scholarship
0 research and creative expression
0 professional service.
• state-of-the-art learning environments
• excellence of its graduates.
THE PLANNING PROCESS
A Context for Change
Dr. Dan Angel assumed the presidency of SFA at a time of unprecedented change in
higher education across the nation. An initial campus assessment of both internal
and external realities highlighted major public concerns. These included issues of
cost, relevance, quality and assessment of higher education to name only a few.
Upon his arrival on campus in August 1992 President Angel emphasized in a faculty
meeting that to make progress over the next decade, wewpuld need toSave: 1) an
era of stability, 2) realistic expectations, 3) direction, 4) aaproactive rather than
reactive posture, and 5) a shared vision. Resulting was a planning process utilizing
leadership retreats, focus groups, speaker series, campus forums, and meetings with
external constituents. The SFA 98 Advisory Committee chaire&fcy President Angel
assumed primary responsibility for the planning,process. , ^
The output of this planning process was a document entitled^SFA 98, approved by
the SFA Board of Regents in January 1994 and widely distributed both on- and off-campus.
A non-traditional strategic plan, SFA 98 articulated our shared vision via a
statement of mission and values and highlighted nine directional themes that SFA
emphasized from 1994 to 1998. Specific goals, objectives, and strategies were
developed andiipdated annually at the college, division, and department levels as part
of the implementation phase. Each unit reported goal accomplishments at the end of
each academic year. The SFA 98 Midway Report was published in fall 1996 to
highlight many of the successes realized by the half-way point. Publication of the
SEA 983?inal Achievement Report culminated the planning cycle in fall 1998.
Complementing and contributing to the institution's planning process has been the
concurrent work on aproject sponsored by the American Council on Education
(ACE). Funded by the Kellogg Foundation, the ACE project encouraged universities
to identify and address their own agendas for change. SFA was selected as one of only
26 institutions of higher education in the U.S. to participate in this three-year project
focusing on leadership and institutional transformation.
To launch the ACE project, SFA conducted two on-campus roundtable discussions,
organized and facilitated by the PEW Higher Education Roundtable. The purpose of
the roundtables was to engage a variety of faculty and administrators in a collective
dialogue regarding the institution's future and potential challenges.
SFA has been grouped with three other comprehensive universities participating in
the ACE project in a cluster which met approximately every six months to share
strategies and lessons learned. Interinstitutional interaction occurs via electronic
communications such as electronic mail and listservs,<<|
A senior liaison with broad experience in higher education anil special sKlls in
institutional facilitation was assigned to SFA through ACEio fadlitatl the process.
The project also provided a special opportunity for presidents\qf£he 26buniversities to
meet annually to share experiences and strategies;>Althoughihis;pr6ject officially
concluded in January 1998, the Kellogg Foimdation has again funded ACE to continue
the work and SFA has been invited to remain a participant and has accepted.
The new phase will provide continued opportunities forinstitutional involvement in a
learning network with ACE and other institutions. ACE intends to direct this learning
to a Kellogg Forum on Higher Education Transformation. Launched in May 1998, the
Forum has as its purpose the bringing together of scholars and practitioners in higher
education to^iaranslate the experiences of individual campuses into learning that can
be adapted and replicated. The Forum, over a three to five year period will 1)
synthesize current knowledge and develop new thinking on institutional change; 2)
work with networks of institutions to facilitate their change agendas; and 3)
disseminate learning and results through publications and conferences.
In the fall of 1998 SEA celebrated both the 75th anniversary of the founding of the
University and the accomplishments achieved during the prior five years as recorded
in the SFA 98 Final Achievement Report. Preceding these events, the next planning
cycle began. Dr*Angel began the fall 1997 semester with the appointment of the
Commission on the Future—the steering group for SFA 03.
The Commission consists of 30 individuals representing all areas of the University.
The number who participated in the planning process was much larger, however.
Members of the steering group served as chairs of working groups in key areas to
bring recommendations to the full Commission for review and inclusion in SFA 03.
Chaired by the Vice President for Academic Affairs, the Commission was organized
into eight working groups and met regularly for the 1997-98 academic year. As part
of the planning process, the Commission employed numerous mechanisms, including
electronic means, to receive input from all interested constituents of SEA-students,
faculty, staff, regents, alumni, community members, as well as any other interested
parties. ^;
Committee members read, invited presentations from on-campus and off-campus
specialists and conducted open forums. For SFA 03 the President calleflfor a more
traditional strategic plan than that developed for the SFA 9B^five-year;plan.
Following are our key initiatives and fundamental goals identified for SFA's second
five-year plan. Eight key initiatives are supportedJby 34 goals. As inilie SFA 98
process, more specific objectives and strategies will be developed and updated
annually at the college, school, division and department levels as part of the
implementation process. Each unit will report goal accomplishments at the end of
each academic year.
KEY INITIATIVES AND FUNDAMENTAL GOALS
Create an Environment for Student Success
Several national reports in recent years have focused on the need to rethink higher
education in the last part of the 20th century. One such report is particularly
insightful. The Kellogg Foundation convened a commission of 25 college and
university presidents and asked them to deliberate xmjhe future of state and land-grant
universities. This commission produced their firskreport in 1997, "Returning to
Our Roots: The Student Experience." Their document lays out a visiox&of the future
that is both forward looking and also consistent with the>tradition of public higher
education in the United States. It states in part: < J;
We can create newly responsive institutions if we reaffirm three ^
broad ideals and adhere to them tenaciously, following their j
implications faithfully wherever they lead: (1) Our institutions
must become genuine learning communities,^Bupporting,and *
inspiring faculty, staff, and learners of all kinds. (2) Our learning
communities will be student centered, committed to excellence in
teaching and to meeting the legitimate needs of learners/wherever
they are, whatever they need, whenever they need it. (3) Our
learning communities will emphasize the importance of a healthy
learning environment that provides students, faculty, and staff
with the facilities, support, and resources they need to make this
vision a reality, (from chapter 2)
An institution committed to the ideals described in the Kellogg Report necessarily
places student success at the heart of its mission. SFA is committed to these ideals.
As stated in our mission, "SFA is...dedicated to enhancing student success...." We
believe that students succeed when they make progress toward fulfilling their
educational, career, and personal goals: First and foremost at an educational
institution, studentsjnust develop academic and intellectual competence. Second,
they must prepare themselves for active roles in a modern economy and democracy.
Finally, they must jnove toward the attainment of personal goals such as an
integrated philosophy of life, mutually supportive interpersonal relationships, and
personal health and wellness.
To implement this initiative, we will pursue the following goals:
Improve
academic
advising and
mentoring for
students
To be successful, new students need guidance. New members of a
community identify with that community and succeed in that
community because someone had the time and took the time to help
them. They need sound advice not just about what courses to take
in the coining semester but also about the entire college curriculum,
about the wide range of curricular and extracurricular learning
opportunities available, and about job and educational opportunities
following college graduation. Students at risk must be identified and
we must intervene early to provide help. More attention must be
given to undecided majors. Improvements in advising/mentoring
may involve not only faculty but also staff and students. Training of
advisers/mentors may be required. /
Increase the
opportunities
for student
learning in the
classroom
To be successful, students must be actively engaged in4 the learning
process and exposed to a wide variety of learningexperiences.
Classroom lectures are not always the most effective means to
accomplish learning. We must approach every classroom topic
asking ourselves what techniques will maximize learning when used
by this particular teacher and these particular students. This calls
not only for more effective teachers but also for more effective
students. Both must be willing to take on new roles. For this to
happen, campus support services for both students and teachers
may need to be created or expanded.
Give greater
emphasis to
verbal and
quantitative
skills
throughout the
curriculum
To be successful, students must learn and use verbal and
quantitative skills not only in English and math courses but across
the curriculum. Effective oral and written communication are
necessities for leadership in modern democracies and economies and
SFA is committed to preparing leaders. Mathematics is the
language of business and science. Oral and written communication
and mathematics all encourage reasoning and thinking.
Provide more
outside of class
learning
opportunities
To be successful, students must learn how to learn outside of the
classroom. Most of their lives, both now and later, will be spent
outside the classroom. College can provide the rare opportunity to
combine more structured classroom learning with less structured
but still supervised learning outside the classroom. Skills and ideas
learned in the classroom can be applied and tested in the larger
community. Experiences in that larger community can be discussed
and analyzed in the classroom. Internships and service-learning are
just two examples of outside of class learning opportunities. They
afford students the opportunity to relate:research andireal life
experiences, to serve society, and experiment with potential careers.
As a public institution, we must build bridges betweenljhe classroom
and the outside world. 4:
Increase the
. integration
between
academics and
the rest of
student life on
campus
To be successful, students must learn from ^e entire $pllege
experience. The Kellogg Reportispeaks of a^ealthy learning
environment where all college activities areiextensions of the
universities central mission ofcstudent learning. We cannot afford to
separate the 15 houraper week students spend in class from the
much greater number of hours they spend in student activities, in
residence halls, in student organizations, and in conversations with
their peers. As an institution we must strive for a more unified
college experience in which academics and student life work together
and support one another. This might result in extending learning
communities into the residence halls which provide an environment
in which students enjoy living and learning or greater links between
faculty/staff and student organizations/activities.
8
Program for Student Needs
As Jeanne Elshtain has noted, education in a democratic culture is a "porous affair"
and must remain so in order to maintain the dialogue needed for the maintenance of
"civil sites* that nurture a sense of common national purpose as well as academic
vitality. The decade of the 1990s is a time of "extraordinary political fluidity,"
observed historian Linda Kerber. A newspaper columnist recently asked, "Is it too
late to ask if there is still a now now? After all, newScomputers are designed from the
microchip outward in one week and delivered into obsolescence. .Politicians serially
become this week's statesman of the decade; last yeaSs^pornography fctoday's
billboard and yesterday's cure will kill you tomorrow." Thus do we confront what
educator Gerald Graff has called the "deeply contradictory mission" ofiiie university:
that of preserving and transmitting tradition while also breaking ground in areas of
new knowledge and thinking. £% f
Our academic programs, both general and department-specific, must address a
diverse array of students who need to develop abroad working knowledge suited to the
next century.
To implement this initiative we will pursue the following goals:
Strengthen To be successful in college-level programs, new students need to
standards have adequate preparation in high school. The surveys conducted as
a part of the ACE project directed attention toward admission
requirements for entering freshmen students. Respondents called
for an investigation of standards considering SFA's regional mission,
faculty expectations for student achievement, and potential impact
on student enrollment. SFA contracted with NCHEMS
Management Services, Inc. in 1997-98 to conduct a study to
determine the potential impact on enrollment of raising academic
admission requirements for first-semester freshmen. As one means
Expand the
undergraduate
honors
program
to improve the retention rate and enhance the classroom
environment, an incremental increase in standards over the five
year cycle was determined to be the favored approach. An
expansion of the Academic Excellence Scholarship Program and the
student success programs currently in place, i.e., SFA 101, FIGS,
and Interdisciplinary Writing Program, should accompany the
change. Criteria for admissions should include not only standardized
test scores and rank in class, but other factors as wellrTtigor of high
school curriculum including honors and advanced placement courses,
grades in specified core courses, participation in student activities
and evidence of leadership abilities are possible criteriaBbr individual
review.
.?
We should seek to stimulate an interdisciplinary exchange whenever
and wherever feasible. The Honora3Rrogram>i^ch has been focused
primarily in the College of Liberal Arts has demonstrated that we
can retain our very best students if we ofFerfiiem challenging,
engaging courses.
Extend
programs for
"Writing
Across the
Curriculum"
In those departments where appropriate, intensive writing courses
can help to address one of the fundamental weaknesses of modern-day
university graduates, ie., poor writing skills. English and
disciplinary faculty working in collaborative teaching teams help
students by emphasizing inquiry, research, critical thinking,
problem-solving and active learning in their courses.
Explore
capstone
courses for
majors
Capstone courses allow academic units to assume greater
responsibility for assuring quality control and better preparing
students for professional exams like the ExCET and others that
directly affect accreditation and synthesis of learning.
10
Assess all
programs for
quality,
relevance, and
need
Initiate
feasibility
studies for
future
programs
Before adding new programs at any level it is incumbent upon us to
assure the quality of our existing programs. We must be able to
attract and retain highly qualified faculty to staff these programs-faculty
who are sufficiently devoted to research as well as teaching
and professional service to sustain the integrity of all courses,
particularly graduate courses.
As the Southern Association of Colleges and Schools (SACS) criteria
specify, "Educational activities of an institution include teaching,
research and public service. Planning and evaluationifbr these
activities must be systematic, broad-based, interrelated and
appropriate to the institution the institution must demonstrate
planning and evaluation in its administrative and educational
support service unit." (pp. 20-21)
During the previous planning cycle, SFA implemented four new
undergraduate programs and ten at the masters level. The D.F.
degree with a major in Forestry was changed to a PhD. and a new
doctoral program in educational leadership admitted its first two
cohorts of doctoral students.
Programs for which planning authority has already been requested
from the Texas Higher Education Coordinating Board include:
• MPA in Public Administration
• MSN in Nursing
• :Ph.D. in Environmental Science
In addition, programs identified in the most recent planning process
for further investigation include:
• BA - Economics, Music Business, Musical Theatre, Music
Therapy, Public History
11
• BBA - Entrepreneurship, Promotion Management
• BS - Physics Engineering, Poultry Science, Sports Medicine
• MFA - Directing
• Ph.D. - Applied Psychology, School Psychology
Provide Supportive Environment for Intellectual Development and Vitality
Fundamental to a dynamic, learning-centered iiniver^tjr^ledicated to enhancing
student success is a healthy, supportive environment for intellectual development.
Such intellectual development is fostered through qualiiySnstruction facilitated by
competent faculty and support staff. Tucker (1993) defines^ healthy academic
environment as one where faculty are motivated, productive, appreciated, secure in
their jobs, work well together as a group, and are able to reach consensus on issues
concerning the governance and welfare of the academic unit. IThe same could be said
for staff who provide outstanding support for academic programs and student
development and service.
Holding academic excellence as a core value, Stephen F. Austin State University
recognizes the importance of recruiting, retaining, and developing outstanding faculty
and staff members who create intellectually stimulating environments where student
success can occur.
To implement this initiative, we will pursue the following goals:
Promote • Project faculty and staff demand by department through 2003,
academic I
excellence by identifying new and replacement positions that will be required;
Z t f It # ^4JUS^ budgeting and financing practices to ensure adequate
and staff resources to fund the demand for new and replacement positions;
Reduce reliance on temporary and part-time faculty in
12
Seek to retain,
revitalize, and
support current
faculty and
staff in their
pursuit of
academic
excellence
appropriate areas;
Establish and maintain competitive salaries;
Commit sufficient resources for recruitment to enable
departments to adequately advertise and recruit excellent faculty
and staff members;
Increase diversity in faculty and staff by recruiting candidates in
under-represented demographic groups including ethnicity,
gender, subject area competence^and degrees from a broad
spectrum of institutions; f {¥ ;; *
Explore other forms of compensation that will makei SFA
attractive to prospective candidates: H U^;
Establish endowed chairs to attract preeminent faculty.
Determine reasons for facultyeen revolutionizing the ways in
which universities offer instruction, communicate withiiheir various constituencies
(both internal and external), conduct their research projects, and manage their
business affairs. Technological advances-in the ease and sophistication of electronic
networking and in the array of multimedia-are leading to changes in our classroom
paradigm: from group lecture to individual exploration, fromjpassive absorption to
active apprenticeship, from omniscient teacher to^&ucation^gmdes,3rom
homogeneous to diverse learning experiences, and from stable to fast-changing
content.
SFA already has significant accomplishments in^this area to build upon: the
establishment of the Office of Instructional Technology, funding for the Center for
Professional Development and Technology as one of the first such centers in Texas,
pioneering efforts in the integration of networked information in Steen Library, and
recognition of our overall technology efforts on the ACE WWW pages.
Technological progress in teaching, research and general communications will be
facilitated by coordinating university information technology functions.
Consideration should be given to implementing a distributed model for support
service.
To implement this technology initiative we will pursue the following goals:
16
Intensify
exploration
and use of new
teaching and
information
technologies,
and build on
strengths in
information
and
computing.
Move toward universal access to high speed networks for faculty,
students and staff by providing active high-speed multiple-user
network connections for instruction in classrooms, laboratories,
libraries and conference rooms;
Explore and continue to develop modes for providing network
access for faculty, students and staff fi-onrdoff-campus locations;
Improve budgeting and financing practices to ensure adequate
continuing funding for technology
Recognize technological innovatidns|ai a campus award program
for outstanding teaching, research,^titreach and stkff
achievements; *\£'*>, ^|p>
Promote interdisciplinary research projects for whrax information
technology is a crucial enabling element^|
Build support
services to
which faculty
can turn for
instruction
and support in
classroom uses
of the new
technologies
• Provide coordinated and distributed^instructionix) assist facility,
staff, and students in the use of information technology;
• Develop innovative and effective programs in teaching, research,
and outreach including distance learning that integrate and
maximize the benefits of information technology and
computation;
• Expand existing programs that teach new users how to make
best use of electronic resources;
• Encourage faculty to become adept at using the new
technologies.
Seek to
optimize
coordination of
electronic
resources
across campus
Establish a unified help desk providing a single point of contact
for all technology-oriented inquiries which minimizes referrals by
having the appropriate support person contact the user;
17
• Encourage student ownership of computers through universal
connectivity and access to software and services;
• Enhance and expand the SFA computation and communication
infrastructure as necessary to accomplish the above;
• Maintain and upgrade internal and external network connectivity
at levels commensurate with evolving network standards and
technology;
• Expand SFA's potential to reachjprospective.students, alumni,
and donors by providing on-line information and services.
Enhance Physical Environment on Campus
SFA is known for its beautiful and traditional campus. Its aesthetically pleasing and
functional buildings surrounded by attractive grounds;play a^prominent role in
recruitment and in creating an environment conducive to learning.
We plan to maintain and expand this attractive and functional environment. Our
classrooms and learning centers must be effectively designed, furnished, maintained
and equipped ^ith appropriate instructional technology to enhance our teaching and
learning environments. Steen Library, laboratory facilities and offices must provide
up-to-date resources required for research; and appropriate performance facilities,
studios, and galleries are essential for students and faculty in the arts. It is
imperative that residence halls meet the needs of today's students.
To implement the physical environment initiative we will pursue the following goals:
Emphasize Functionality must be combined with aesthetics in plans for new
aesthetics in - , ,. ,. , ^, .... , .
planning construction, renovations and expansions of buildings and grounds.
physical Towering pines, greenspace, and colorful, well designed flower and
environment
18
Improve
campus
lighting,
signage, and
accessibility
shrub beds should continue to be campus hallmarks. Space is at a
premium on the SFA campus, therefore, land acquisitions of property
adjacent to campus will enable future expansion and an atmosphere
of spaciousness.
Enhanced campus lighting will both add to the|beauty of the campus
at night and promote safety. Additionally, improved signage will oflFer
convenience, safety, and accessibility.; jWe will explore multiple
options for improving parking convement to campus, SFA has a long
history of providing a campus environment readily accessible to
persons with disabilities. We will continue to improvetij|ese
accommodations. ::Z 'S. vS
Continue
renovation I
expansion of
University
buildings and
grounds
As we expand our academic programs and continue to meet Title IX
requirements in athletics, we musi|provide additional space for
offices, laboratories, classrooms^ofiressing areas, and other needed
space. Priorities in our plans for renovation/expansion are:
• E.L. Miller Science Building
• Birdwell Building
• Telecommunications
• Classroom and Office Space
• Housing Maintenance Facility
• SFA Mast Arboretum
• Pedestrian Thoroughfares
19
Improve On-Campus Residential Facilities
Changing patterns of student needs and desires dictate that we provide attractive,
comfortable and functional housing, wired for advanced technology. In addition to
providing a home away from home, on-campus residence halls provide unique
opportunities to extend learning beyond the classroom. :
In an effort to better assess options for improving on-campus residential facilities,
SFA contracted with Biddison Hier, Ltd. in 1998 to develop a Housing Master Plan.
Their planning process included an assessment of on-campus housiiig^a.market
analysis of off-campus housing, a review of University policies as theylkffect
occupancy, a financial analysis to determine financial feasibility, andajreview of
residence life and student development programs. 7 > #
" £%
To implement this initiative we will pursue the following goals:
Make
improving
undergraduate
housing a
priority
Occupancy in apartments on campus is good compared to
0CCUPancy ^ residence halls (95% vs 76%X In addition, there is a
growing body of literature that suggests that undergraduate
students, first year students in particular, benefit most from living
on campus. SFA should concentrate first on improving the residence
halls and limit investment in apartments for the near term to on
going repair and maintenance.
Segment the Students have different needs and interests as they progress
undergraduate ,', , ,, . ., , ., ., ,. ,
housing through theumversity, and the on-campus residential experience
experience should be structured to accommodate these differences^especially
between freshmen and upperclassmen.
Formalize the It is widely documented that the first year is the most critical in the
"Freshman ., . ^ , r „ . - A
Experience" umversiiy experience. Part of creating a successful first year is
20
and extend it
into housing
rooted in the experience of living on-campus and assisting students
in the transition from home to the greater responsibility and freedom
of the university. We should extend the initiatives already begun
(including the Freshman Focus Course, Interdisciplinary Learning
Communities and the Honors Program) into a formalized "Freshman
Experience." ;
Create
communities
and
neighborhoods
to support the
Freshman
Experience
To provide definition and physical support for the Freshman
Experience, we should undertake a series of exterior and interior
upgrades to the residence halls that wflliassist studenls in forming
smaller communities within the conteitrf^the campus.
Create an
"Upperclass
Experience"
A corollary to the "Freshman Experience" ispihcre^k more
appealing residential environmentlbr upperclass students. Creating
an attractive residential enviroiimentSfor upperclass students
includes offering "move-up* options in housing and Chousing policies
tailored for upperclass students. f
Incorporate
accessibility,
technology and
other upgrades
into capital
projects
Convert dbbs
Hcdifor
academic use
In addition to capital projects that would be undertaken to support
the Freshman and Upperclass Experiences, other needed
improvements, including accessibility and technology upgrades,
should be incorporated into the capital projects.
There is currently excess capacity in undergraduate housing-the
combined fall and spring semester occupancy is about 76%. Even
when housing improvements are complete, there will continue to be
an adequate supply of dormitory-style housing. There is a
corresponding need to provide adequate space for growing new
programs in Social Work, Environmental Science and Biotechnology.
21
Expand External Resource Development
As State support for higher education has continued to decline, costs of providing an
education have escalated. Concurrently, financial aid continues to be difficult to
obtain for many students. Faced with this dilemma, the SFA Board of Regents
authorized the Share the Legacy Campaign to be conductedUirough 2003. The
Legacy Campaign adopted as priorities four areas identified by tHeTUniversity as
those of greatest need.
To implement the external resource initiative, we will pursue the following goals:
Increase
scholarship
support
SFA strives to attract academically talented studentsSrom
throughout the state and region to foster a rich learning
environment. Increasing academic scholarship funds will provide the
University with the resources necessary to enter the 21st century.
Enhance
faculty support
SFA's first priority always has been, and always will be, providing
the highest quality learning environment possible to students.
Assembling a first-rate faculty is the foundation on which this
academic excellence is built. Endowed chairs and professorships
allow SFA to recruit and retain the teaching talent needed to provide
students the high level of instruction they expect from the
University.
Provide
program
support
The education of a well-rounded student extends beyond the
classroom. SFA offers beneficial academic, cultural, social and
athletic programs that broaden the educational experiences of our
students. The University is dedicated to expanding these important
opportunities.
22
Expand The natural beauty of the SFA campus sets it apart from all other
Cenhancement universities in Texas. This magnificent natural resource must be
support preserved and enhanced for the enjoyment and appreciation of
current and future students.
23
CONCLUSION
Over the 1999-2003 planning horizon, SFA will continue to operate in an environment
characterized by significant change. Student demographics andneeds, rapid
advancement of technology and increasing competition from bofirtraditional and non-traditional
educational providers stand out among themajor environmental forces
shaping this change. ";/
SFA has a unique opportunity to pro-actively engage in continued internal change
and development to meet these future challenges. Worlringirath a dedicated Board of
-3-*
Regents, SFA's excellent cadre of senior faculty, talented newfaculty^snd
conscientious staff and administration will provide the leadership required to put
students first and achieve these aggressive eight key initiatives and 34 goals.
24
Summary of Key Initiatives and Fundamental Goals
I. Create an Environment for Student Success
A. Improve Academic Advising and Mentoring for Students
B. Increase the Opportunities for Student Learning in the Classroom
C. Give Greater Emphasis to Verbal and Quantitative Skills Throughout the Curriculum
D. Provide More Outside of Class Learning Opportunities
E. Increase Integration Between Academics and the Rest of Student life on Campus
II• Program for Student Needs /
A. Strengthen Admission Standards V
B. Expand Undergraduate Honors Program x'%
C. Extend Programs for 'Writing Across the Curriculum** ,
D. Explore Capstone Courses for Majors ; «£
E. Assess All Programs for Quality, Relevance, and Need f-
F. Initiate Feasibility Studies for Future Programs / j
III. Provide Supportive Environment for Intellectual Development and Vitality
A. Promote Academic Excellence by Recruiting Quality FacuH^and Staff
B. Seek to Retain, Revitalize, and Support CurrentfEaculty and Staff in their Pursuit
of Academic Excellence -5 ;
C. Support and Reward Quality Teaching and Staff Performance
IV. Contribute to Advancement of Knowledge and Creativity
A. Link Scholarship and Creativity to Excellence in Teachingat All Levels
B. Support and Reward Scholarship and Creativity
C. Involve Undergraduate and Graduate Students in Faculty Research Activities
V. Explore, Enhance, and Develop New Technologies
A. Intensity Exploration and Use of New Teaching and Information Technologies
and Build on Strengths in Information and Computing
B. Build Support Services to Which Faculty Can Turn for Instruction and Support in
Classroom Uses of the New Technology
C. Seek to Optimize Coordination of Electronic Resources Across Campus
VI. Enhance Physical Environment on Campus
A. Emphasize Aesthetics in Planning Physical Environment
B \ Improve Campus Lighting, Signage, and Accessibility
C. Continue Renovation/Expansion of University Buildings and Grounds
VII. Improve On-Campus Residential Facilities
A. Make Improving Undergraduate Housing a Priority
B. Segment the Undergraduate Housing Experience
C. Formalize the "Freshman Experience" and Extend It into Housing
D. Create Communities and Neighborhoods to Support the Freshman Experience
E. Create an Upperclass Experience
F. Incorporate Accessibility, Technology and Other Upgrades into Capital Projects
G. Convert Gibbs Hall for Academic Use
25
VIII. Expand External Resource Development
A. Increase Scholarship Support
B. Enhance Faculty Support
C. Provide Program Support
D. Expand Campus Enhancement Support
26
COMMISSION ON THE FUTURE
Janelle Ashley, Chair*
Tom Atchison*
Freddie Avant
Ric Berry*
Roger Bilow
Robyn Brown
AlCage
Barbara Carr
Deborah Dalton
Mel Finkenberg*
Geralyn Franklin*
Tom Franks
Robert Hill
James Hoard
Jerry Holbert
Betty Johnson
David Kulhavy*
Treba Marsh
Darrel McDonald
Jack Nelson
Baker Pattillo
Allen Richman
Lauren Scharff*
Pat Sharp
Roland Smith
Pat Spence*
Jim Speer
Bob Szafran
Suzy Weems*
Hans Williams
Vice President for Academic Affairs
Dean, College of Sciences & Mathematics
Undergraduate Coordinator and Associate Professor, Social Work
Interim Dean, College of Fine Arts and Professor, Music
Admissions Director ;
SGA President
Library Director
Professor, English
Assistant Professor, Music V \
Chair, Department of Kinesidlogy;& Health Sciences
Chair, Department of Management,Marketing,International Business
Dean, College of Education \ S $*
Associate Athletic Director 1
Director of Public Affairs ; .-.»;
Vice President for University Advancement ^
Chair, Department of General Business ;<>
Professor, Forestry X
Assistant Professor, Accounting v.- I"
Associate Professor, Geography ^ V~ $
Director, Auxiliary Services^ '; %
Vice President for Univerai^Affairs : '
Director of University Honors Program and Professor, History
Assistant Professor, Psychology:» ,;
Instructor, Geology 1 ":
Vice President for Business Affairs
Director of Student Publications and Instructor, Communication
Dean^ College of Liberal Arts
Chair, Department of Sociology
Associate Professor, Human Sciences
Assistant Professor, Forestry
* Members of ACE/Kellogg Project Team
27
Works Cited
Boyer, Ernest L.. 1990. Scholarship Reconsidered: Priorities of the Professoriate.
Princeton, N.J.: Carnegie Foundation for the Advancement of Teaching. Pp. 15-25.
Boyer Commission on Educating Undergraduates in the Research University. 1998.
"Reinventing Undergraduate Education: A Blueprint for America's Research
Universities." New York: State University of New York at StonyiBrook. Retrieved
May 4,1998 (http://notes.cc.sunysb.edu/pres/boyermsfO.
Elshtain, Jean Bethke. Democracy on Trial. (New Yc&3Basic Books,3L995). Pp.
41,87; linda K. Kerber. "The Meanings of Citizenshipt^ournal of American History.
p.84, no.3 (December 1997): 833; Colin Harrison, "Paradigms Lost." New York Times
Book Review. 18 August 1996. Pp. 10-11; and Gerald GraffJBeyond theChilture
Wars: How Teaching the Conflicts Can Revitalize AmericahtEducation:r
Mays Hall MAYS
Militar)^ Scionco Building MS
Motor Pool Building MP
Music Building M
Now Raguot Apartments :—NRA
North Hall NO
Nursing and Math Building NM
Old Stono Fort FORT
Physical Plant PPB
Purchasing and Central Stores PGS
Poisk Building R
Science Building
Shelton Gym SG
South Hall SO
Starr Apartments 1 54 STARR1
Starr Apartments 55 70 STARR2
Stoon Hall £F
Swimming Pool Bath House POOL
Todd Hall TODD
Unit II
Unit HI
University Center
University Police Department
University Woods Apartments WOODS
Vending Building VEND
Visitor Information Center V4G
Warehouse Shop Building WHSE
Wisely Hall W-Source
of Authority: Vice President for Business Affairs
Cross Reference: None
Contact for Revision: Director of Purchasing and Inventory
Forms: None
Travel Reimbursement Index C-38
Original Implementation: September, 1990 Page 1 of 3
Last Revision:
GENERAL INFORMATION
State employees and others authorized to travel on official business of the University (employees) must
complete a Travel Request (See Policy C-37) for approval in advance of the actual travel. If the travel
expenses are to be reimbursed by the University, they should be listed on the Travel Request. Members of
the Board of Regents are exempt from the Travel Request requirement. Employees must travel
economically and efficiently to conserve the University's financial resources. Travel expenditures should
occur at the lowest possible levels, considering all relevant circumstances. Each employee requesting
reimbursement should submit a State-e£Texas-Travel Voucher within thirty (30) days after completion of
the travel.
The State Comptroller's Office publishes "The State of Texas Travel Allowance Guide" to assist employees
in the completion of travel vouchers. A current copy is provided to each department by the Controller's
Office.
The travel regulations contained in this policy apply to all University funds unless otherwise noted. This
policy does not apply to travel related to intercollegiate athletics. All policies, rules, and regulations for
travel on behalf of or in connection with intercollegiate athletics are included in the current issue of the
Intercollegiate Athletics Policy Manual.
REIMBURSEMENT RATES - LODGING
The actual lodging receipt is required for reimbursement. If the actual lodging receipt is lost, a copy of the
receipt or a credit card receipt will be accepted as proof of payment. Receipt must be attached to the Travel
Voucher.
In-State
Effective September 1, 1997, employees may be reimbursed for the actual cost of
lodging not to exceed seventy dollars ($70) per day and the local taxes only on the
allowable lodging cost.
Out-of-State
Employees traveling within the continental United States may be reimbursed for
the actual cost of lodging not to exceed the locality-based allowance for that
location as established in the "Federal Travel Regulations Guide". They may be
reimbursed for the applicable taxes only on the allowable lodging costs.
TRAVEL REIMBURSEMENT
Employees traveling to localities not listed in the Federal Travel Regulations
receive the lowest flat rate established in that state for lodging. If the actual cost of lodging exceeds a
travel locality's lodging allowance, an employee may reduce the maximum meal reimbursement rate for
that locality and use the reduction to increase the maximum lodging reimbursement rate for that locality.
Index C-38
Page 2 of3
REIMBURSEMENT RATES - MEALS
Employees may be reimbursed for meal expenditures while away from campus only if the travel requires
them to be at least 25 miles from the locality of the University for at least six (6) consecutive hours. Food
and/or beverage expenditures for other than meals are not reimbursable. Funds appropriated by the General
Appropriations Act may not be used to purchase or reimburse an employee for the purchase of an alcoholic
beverage. Appropriate business entertainment expenses involving meals may be reimbursed pursuant to
the food purchases policy, Policy C-13, and are exempt from the distance and time requirements.
InState
Meals are reimbursed at the lower of actual cost or the following meal allowances:
Breakfast $ 4.25
Lunch 8.25
Dinner 12.50
Total $25.00
Receipts are not required for meal reimbursements but reimbursement is available only if the employee
purchases and consumes a meal in accord with the distance and time standards. Meals included as part of a
registration or conference fee or which are purchased for the employee are not reimbursable under this
provision of the policy. Employees required to travel away from the campus on official business not
requiring an overnight stay may be entitled to the stated meal allowance if the distance traveled (one-way)
is at least twenty-five miles and the time away from campus is at least six consecutive hours.
Out of State
Employees may be reimbursed for the actual cost of meals not to exceed the locality-based allowance for
that location as established in the Federal Travel Regulations Guide. If the travel is to a locality not listed
in the federal regulations, employees will receive the lowest flat rate established in that state for meals.
REIMBURSEMENT RATES - MILEAGE
Reimbursement for use of an employee's personal vehicle is calculated at the rate specified in the current
"State of Texas Travel Allowance Guide". Mileage is based on the shortest highway distance, including the
use of all farm-to-market roads, and must be itemized on a point-to-point basis. Mileage is determined by
the "Official State Mileage Guide" published by the Statistical Research Service.
GROUP TRAVEL - LODGING
Group travel occurs if two or more employees travel together to the same location. Employees sharing
lodging may consolidate or separate lodging claims. In cases of shared lodging, the Travel Voucher must
clearly indicate by name the other employee(s) sharing the room. The total reimbursement for lodging
cannot exceed the lesser of the actual lodging charge or an amount equal to the number of employees in the
group times the individual lodging rate established in this policy.
Index C-38
Page 3 of3
TRAVEL AT ACTUAL EXPENSES
I
If the President is unable to attend a meeting or conference, the President may designate, on an individual
trip basis, one employee as a representative to travel on an actual-expense status. Under this provision, the
allowance rates for lodging and meals specified by this policy do not apply. The Travel Voucher for
reimbursement of these claims must be accompanied by originals of the designating document and paid
receipts for which reimbursement is requested.
STUDENT TRAVEL
No state-appropriated funds may be used to pay or reimburse travel expenses for students. All other
provisions of this policy apply to student travel. (See Group Travel section) If the number of students in
the group exceeds twenty, the name of the group may be substituted for the list of names.
COMMERCIAL TRAVEL
Employees who travel by commercial airline should use their individual corporate American Express card
to charge their airline ticket. See Policy C-l. 1 for the appropriate procedure if the flight must be booked
ten or more days in advance to obtain the lowest fare.
INCIDENTAL EXPENSES
Reimbursement for official business expenses other than transportation, meals, or lodging, e.g., ground
transportation, telephone calls, copy services, etc., may be requested if original receipts are attached to the
approved Travel Voucher. The following are not reimbursable: expenses of a personal nature; expenses
that would be incurred by the employee regardless of official state business travel; and tips and gratuities.
REGISTRATION FEES
Registration cost for attendance at a professional meeting is reimbursable if the original receipt is attached
to the approved Travel Voucher.
REIMBURSEMENT LIMITS
The cost limits established by this policy may be exceeded only if funds are available in and the additional
costs are charged to a discretionary account controlled by the budget manager authorizing the additional
expenditure. For this policy, discretionary funds shall be defined as specified accounts established for
appropriate officials for th